A abordagem Educação Steam como potencializadora de letramento estatístico no sétimo ano do ensino fundamental
Statistical literacy, which is present in the Mathematics curriculum, is related to skills such as collecting, organizing, representing, interpreting and analyzing data based on concepts, facts and procedures present in the student's daily life, for judgment and decision making. Such compete...
Guardado en:
Autor principal: | |
---|---|
Otros Autores: | |
Formato: | Dissertação |
Lenguaje: | pt_BR |
Publicado: |
Universidade Federal do Rio Grande do Norte
|
Materias: | |
Acceso en línea: | https://repositorio.ufrn.br/handle/123456789/49299 |
Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Sumario: | Statistical literacy, which is present in the Mathematics curriculum, is related to skills such as
collecting, organizing, representing, interpreting and analyzing data based on concepts, facts
and procedures present in the student's daily life, for judgment and decision making. Such
competence is aligned with the STEAM Education approach (Science, Technology,
Engineering, Arts and Mathematics), considered innovative for dealing with real problems in
an interdisciplinary way, with an emphasis on student protagonism, based on investigative and
creative practices. This research seeks to answer the following question: how are skills related
to statistical literacy mobilized in a STEAM education practice? Therefore, the general
objective was defined as to analyze the mobilization of skills related to statistical literacy by
seventh year students from an educational practice based on the STEAM approach. From it,
three specific objectives were outlined: i) to survey experiences in Basic Education based on
STEAM Education that enable the development of statistical literacy; ii) implement a
pedagogical practice based on the STEAM approach for the development of skills related to
statistical literacy; and iii) analyze the mobilization of statistical skills from STEAM practice.
The theoretical foundation is anchored in statistical literacy, especially in the concepts and
procedures related to the skills of the seventh year of Elementary School as well as in the
conceptualization and characterization of pedagogical practices in a STEAM approach to Basic
Education. This research has a qualitative character, based on Action Research, which allows
the analysis and intervention of problems in the researcher's context, based on stages that
configure the investigation. Initially, the description of the research context was carried out, in
which eighteen students from the seventh year of Elementary School, from a private school in
the city of Natal/RN, took part. Subsequently, as an action plan, a STEAM practice was carried
out, anchored in the active methodology of Project-Based Learning (PBL), with the purpose of
developing students' statistical skills. As data collection instruments, participant observation,
field diary, as well as photographs, videos and audio recorder were used. The results confirmed
the relevance of STEAM practices for the development of statistical literacy, in order to
promote conclusions based on analysis. From the implementation of the STEAM practice,
which aimed at the production of a public cell phone charger from solar energy, it promoted
student engagement by building something in favor of the community, and the appropriation of
statistical concepts in an active way, in addition to other socio-emotional skills. The experience
provided innovation in the organization of classes, with the expansion of learning spaces
through the use of other environments as an extension of the classroom. The results also
demonstrate the relevance of partnering with other professionals who are familiar with
electronics and carpentry concepts, as it was the case with this research. As products of this
research, a teaching sequence was elaborated that guided the practice and a guide for the
application of STEAM practices. |
---|